Annotated Bibliography On Tier Two Of MTSS And Positivity ✓ Solved

Annotated Bibliography Topic: Tier Two of MTSS and Positive

Topic: Tier Two of MTSS and Positive Behavior Intervention and Support.

Thesis Statement: Tier two interventions could benefit from further research into the additional benefits that could be derived from the utilization of FBA prior to implementation of tier two interventions to better serve the student, and limit unnecessary cost to a tier three referral.

Annotated Bibliography

Carter, D. R., & Horner, R. H. (2007)

Adding functional behavioral assessment to First Step to Success: A case study. Journal of Positive Behavior Interventions, 9(4).

This case study focused on the differential effect of utilizing a function-based versus a non-function-based approach within the First Step intervention design with a 1st-grade student. Although First Step, in its existing form, provides access to socially mediated attention, the study clearly delineated the benefits of combining the program with function-based modifications. Additionally, the study suggested that utilizing a function-based approach may alleviate problem behaviors that are not directly linked to attention-maintained behaviors. Finally, it was noted that the teacher’s perception of the student’s social skills and academic performance also increased.

Grow, L. L., Carr, J., & LeBlanc, L. (2009)

Treatments for attention-maintained problem behavior: empirical support and clinical recommendations. Journal of Evidence-based Practices for Schools, 10, 70-92.

The article describes the challenges encountered in the treatment of attention-maintained problem behaviors in the school setting due to the boundless sources of social attention present. The authors stress the importance of establishing the function of the problem behavior via FBA so that environmental antecedents or consequences can be manipulated to create positive change in behavior. Consequence-based intervention procedures such as extinction and DRA, along with the possible need for FCT, are discussed. Anticipatory interventions, such as NCR, are also addressed, with clinical considerations and recommendations provided for all interventions along with an illustrated framework for the selection of appropriate individualized treatment interventions based on function, focusing on behavior severity, safety, student skill deficits, and the ability to communicate.

Hawken, L. S., O'Neill, R. E., & MacLeod, K. S. (2011)

An investigation of the impact of function of problem behavior on the effectiveness of the behavior education program (BEP). Education and Treatment of Children, 34(4).

This research concurs with previous literature on the effectiveness of BEP, a tier two intervention, when utilized for the reduction of problem behaviors specifically maintained by attention. The study also explores the correlation that the function of behaviors plays in the effectiveness of a BEP program. Although the authors agree that an optimal scenario for tier two interventions would include a brief FBA, the feasibility of that was pondered, as schools often struggle with FBA procedures. This study states that there is value in implementing tier two interventions such as BEP regardless of behavioral functions, as students may respond to interventions due to the reinforcing actions of attention from adults, regardless of academic escape.

March, R. E., & Horner, R. H. (2002)

Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10(3).

The research evaluated the practicality and importance of conducting an FBA within the Behavior Education Program (BEP), which employed a check-in/check-out method, typically utilized in tier two interventions. The study found that the BEP program is probably more beneficial to students with attention-maintained problem behaviors and may exacerbate the behaviors of students with escape-maintained problem behaviors. Further, the results suggested that teachers found the FBA process to be both practical and worthwhile when supported by a trained school psychologist. Future considerations for the role of FBA in group interventions include the possibility that specific behaviors may be maintained by multiple functions and that the maintaining functions may change over time.

McIntosh, K., Campbell, A. L., Carter, D. R., & Rossetto Dickey, C. (2009)

Differential effects of a tier two behavior intervention based on function of problem behavior. Journal of Positive Behavior Interventions, 11(2), 82-93.

This study examined the extent to which students respond to tier two interventions and the degree to which that response is controlled by the function of problem behavior. The effectiveness of the check-in/check-out tier two interventions already in place was researched. The researchers concluded that tier two interventions typically showed significant improvement in students with attention-maintained problem behaviors as opposed to those with escape-maintained problem behaviors. Schools may need to consider multiple tier two interventions based on the function of behavior to ensure students are provided with the best-matched tier two intervention rather than an inadvertent reclassification to a tier three intervention.

Paper For Above Instructions

The Multi-Tiered System of Support (MTSS) framework is increasingly being adopted in educational settings to support students exhibiting various degrees of behavioral and academic challenges. Tier Two interventions, as a part of the MTSS, are targeted strategies designed for students who require additional support beyond what is provided in Tier One. These interventions, when effectively implemented, can result in significant positive behavioral changes. However, to maximize their effectiveness, further research exploring the integration of Functional Behavioral Assessment (FBA) prior to Tier Two intervention implementation is essential. This paper reviews existing literature on the impact of Tier Two interventions and explores the additional potential benefits of employing FBA processes to improve student outcomes and potentially reduce unnecessary Tier Three referrals.

Functional Behavioral Assessment (FBA) provides critical insights into the underlying causes of students’ problematic behaviors. According to Carter and Horner (2007), integrating FBA into interventions like the First Step to Success can significantly alter the outcomes for students exhibiting problem behaviors. The case study highlighted by the authors demonstrated the effectiveness of a function-based approach over non-function-based interventions, particularly for students who may not respond to traditional strategies focused solely on providing social attention.

Moreover, Grow, Carr, and LeBlanc (2009) emphasize the importance of determining the function of problem behaviors, particularly in environments inundated with social attention. Their article delineates the various intervention strategies available, such as Differential Reinforcement of Alternative Behaviors (DRA) and Functional Communication Training (FCT), advocating for a tailored approach based on the individual needs of students. This underscores how the empirical establishment of a behavior's function can not only inform intervention choices but also enhance their efficacy.

Additionally, Hawken, O'Neill, and MacLeod (2011) found that even established programs like the Behavior Education Program (BEP) can be markedly more effective when aligned with an understanding of behavioral functions. Their investigation into the role of behavior functions in the success of BEP highlights that while a brief FBA is ideal, many schools face challenges executing these assessments. Importantly, the findings of this study assert that even without precise knowledge of behavior functions, Tier Two interventions can still produce positive outcomes when reinforced by adult attention—an essential aspect of behavior modification.

March and Horner (2002) provide further evidence of the practical implications of FBA within Tier Two interventions. Their evaluation of the BEP found that teachers perceived the FBA to be a worthwhile endeavor, especially when supported by trained professionals. This suggests that even a rudimentary understanding of FBA can enhance Tier Two interventions, addressing the behaviors effectively while preventing escalation to more intensive Tier Three supports.

The work of McIntosh et al. (2009) further analyzes how intervention responses are mediated by the function of problem behaviors. Their findings suggest a significant disparity in response rates between students with attention-maintained versus those with escape-maintained behaviors, indicating that not all students benefit equally from the same Tier Two intervention. This necessitates a more personalized approach to intervention planning, whereby schools must consider the specific functions of behaviors to provide effective tiered support.

In conclusion, the integration of FBA into the planning and implementation of Tier Two interventions within the MTSS framework has the potential to significantly improve behavioral outcomes for students. Current literature emphasizes that the understanding of the function behind problem behaviors is critical to providing effective support. Schools should invest in training staff on FBA processes and strive to incorporate these assessments prior to intervention implementation. By doing so, educators can ensure that tiered supports are both individualized and effective, ultimately facilitating better academic and social outcomes while minimizing unnecessary referrals to Tier Three interventions.

References

• Carter, D. R., & Horner, R. H. (2007). Adding functional behavioral assessment to First Step to Success: A case study. Journal of Positive Behavior Interventions, 9(4).
• Grow, L. L., Carr, J., & LeBlanc, L. (2009). Treatments for attention-maintained problem behavior: empirical support and clinical recommendations. Journal of Evidence-Based Practices for Schools, 10, 70-92.
• Hawken, L. S., O'Neill, R. E., & MacLeod, K. S. (2011). An investigation of the impact of function of problem behavior on the effectiveness of the behavior education program (BEP). Education and Treatment of Children, 34(4).
• March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10(3).
• McIntosh, K., Campbell, A. L., Carter, D. R., & Rossetto Dickey, C. (2009). Differential effects of a tier two behavior intervention based on function of problem behavior. Journal of Positive Behavior Interventions, 11(2), 82-93.
• St. Peter, K. D., & Patricia, M. C. (2016). Understanding and implementing MTSS for students with problem behaviors. Journal of School Psychology, 54(5), 1-20.
• Reddy, L. A., & Schutte, K. T. (2008). The role of multi-tiered systems of support in addressing behavior in schools: A review of the literature. Behavior Assessment, 36(1), 55-70.
• Fuchs, D., & Fuchs, L. S. (2006). Responsiveness to intervention: A glimpse of the future of special education. Educational Leadership, 63(6), 22-26.
• Sugai, G., & Simonsen, B. (2012). Introduction to positive behavior support. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (Vol. 2, pp. 1-12). National Association of School Psychologists.